few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Perform operations on vectors.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent and model with vector quantities.

Use complex numbers in polynomial identities and equations.

Reason quantitatively and use units to solve problems.

Perform arithmetic operations with complex numbers.

Extend the properties of exponents to rational exponents.

Use properties of rational and irrational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Perform operations on matrices and use matrices in applications.

Represent complex numbers and their operations on the complex plane.
problem_activity: Optional activity
In this optional activity, students revisit the representation of a multiplication chart, which may be familiar from previous grades; however, in this activity, the multiplication chart is extended to include negative numbers. Students identify and continue patterns (MP8) to complete the chart and see that it fits the patterns in the chart for the product of two negative numbers to be a positive number.
The blackline master has a multiplication chart that also includes the factors 1.5, -1.5, 3.2, and -3.2, so that students can see how the patterns extend to rational numbers that are not integers. Encourage students to complete the rows and columns for the integers first and then come back to 1.5, -1.5, 3.2, and -3.2 later. Directions are included on the blackline master for a way that students can fold their papers to hide the non-integers while they fill in the integers. If you want students to do this, it would be good to demonstrate and walk them through the process of folding their paper.
Digital
Launch
Arrange students in groups of 3. If desired, distribute 1 copy of the blackline master to every student and instruct students to ignore the chart printed in their books or devices. (Also if desired, instruct students to fold their papers according to the directions on the top and right sides of the chart, so that the decimal rows and columns are temporarily hidden.) Give students 30 seconds of quiet think time. Have them share what patterns they notice about the numbers that are already filled in. Give the groups 5 minutes of work time followed by whole-class discussion.
If students have access to the digital materials, students can use the applet to complete the chart. The applet helps students focus on fewer of the numbers and patterns at a time, similar to the purpose of folding the blackline master. Also, the applet gives students immediate feedback on whether their answers are correct which helps them test their theories about ramifications of multiplying by a negative number.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Look at the patterns along the rows and columns and continue those patterns to complete the table. When you have filled in all the boxes you can see, click on the "More Boxes" button.
What does this tell you about multiplication by a negative?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 3. If desired, distribute 1 copy of the blackline master to every student and instruct students to ignore the chart printed in their books or devices. (Also if desired, instruct students to fold their papers according to the directions on the top and right sides of the chart, so that the decimal rows and columns are temporarily hidden.) Give students 30 seconds of quiet think time. Have them share what patterns they notice about the numbers that are already filled in. Give the groups 5 minutes of work time followed by whole-class discussion.
If students have access to the digital materials, students can use the applet to complete the chart. The applet helps students focus on fewer of the numbers and patterns at a time, similar to the purpose of folding the blackline master. Also, the applet gives students immediate feedback on whether their answers are correct which helps them test their theories about ramifications of multiplying by a negative number.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Complete the
shaded
boxes in the multiplication square.
[IMG]
Look at the patterns along the rows and columns. Continue those patterns into the unshaded boxes.
Complete the whole table.
What does this tell you about multiplication with negative numbers?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may need a reminder of how a mutliplication chart works: the factors are listed at the end of the rows and columns, and their products go in the boxes.
Activity Synthesis
The most important takeaway is that it makes sense for the product of two negative numbers to be a positive number, whether or not the numbers are integers. This fits in with the patterns in the extended multiplication chart. Those patterns depend on the distributive property. For example, the reason the numbers in the top row go up by 5s is that
\(5(n+1) = 5n + 5\)
. So when students extend the pattern to negative numbers, they are extending the distributive property.
Display a complete chart for all to see, and ask students to explain the ways in which the chart shows that the product of a negative and a negative is a positive. The general argument involves assuming that a pattern observed in a row or column will continue on the other side of 0.
[IMG]


correct_option_index: 1